Hispanic or Latino Student Success in Online Schools

<p class="2">The purpose of this study is to examine graduation and dropout rates for Hispanic or Latino K–12 students enrolled in fully online and blended public school settings in Arizona. The independent variables of school type (charter vs. non-charter) and delivery method (fully online vs. blended) were examined using multivariate and univariate methods on the dependent variable’s graduation and dropout rates for Hispanic or Latino students. The results of this research study found a statistically significant difference when using multivariate analysis to examine school type (charter vs. non-charter) and delivery method (fully online vs. blended) on graduation and dropout rates.</p><p class="2">This finding warranted further univariate examination which found a statistically significant difference when examining delivery method on dropout rates. A comparison of mean dropout rates shows that Hispanic or Latino students involved in K–12 online learning in Arizona are less likely to drop out of school if they are in a fully online learning environment versus a blended learning environment. Students, parents, teachers, administrators, instructional designers, and policy makers can all use this and related research to form a basis upon which sound decisions can be grounded. The end result will be increased success for Hispanic or Latino online K–12 students not only in Arizona schools, but in many other important areas of life.</p>

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DESAIN MODEL PEMBELAJARAN ONLINE SEBAGAI UPAYA MEMFASILITASI BELAJAR DI TEMPAT KERJA

Jurnal Pendidikan Terbuka Dan Jarak Jauh ◽

10.33830/ptjj.v20i1.333.2019 ◽

2019 ◽

Vol 20 (1) ◽

pp. 17-24

Author(s):

Syaiputra Wahyuda Meisa Diningrat

Keyword(s):

Online Learning ◽

Learning Environment ◽

Learning Model ◽

Instructional Designers ◽

Learning Design ◽

Design Framework ◽

Vocational High School ◽

Integrative Learning ◽

Self Regulated Learning ◽

School Based

Vocational high school in Indonesia is familiar with the concept of dual system education program. There are two places of learning such as school-based learning and work-based learning. A few vocational education institutions have claimed that during carry out work-based learning, they ask students to master some competencies through self-regulated learning without a learning environment that planned. Therefore, this article aims to give an integrative learning design framework for online learning as an effort to guide educators and instructional designers in designing and developing online learning environment that meet with the students need. Shifting roles of educators and instructional designers in online learning, each component within integrative learning design framework for online learning, as well as the features of online learning model are discussed here. So that, educators and instructional designers who want to design online learning model could not only avoid mistakes but also reduce the failure.

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An examination of dropout rates for Hispanic or Latino students enrolled in online K-12 schools

Education and Information Technologies ◽

10.1007/s10639-016-9530-9 ◽

2016 ◽

Vol 22 (5) ◽

pp. 2001-2012 ◽

Cited By ~ 1

Author(s):

Michael Corry ◽

William Dardick ◽

Julie Stella

Keyword(s):

Latino Students ◽

Dropout Rates ◽

K 12

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Learner Assessment in Blended and Online Settings

Blended Learning ◽

10.4018/978-1-5225-0783-3.ch056 ◽

2016 ◽

pp. 1132-1146

Author(s):

Kay A. Persichitte ◽

Suzanne Young ◽

Tonia A. Dousay

Keyword(s):

Online Learning ◽

Learning Environments ◽

Online Courses ◽

Future Research ◽

Instructional Designers ◽

Web Based ◽

Assessment Of Learning ◽

Learner Assessment ◽

K 12 ◽

Effective Assessment

In this chapter, the authors distinguish between blended and online learning settings, discuss a variety of types of learner assessment, describe contemporary trends, challenges, and recommendations for the effective assessment of learning in blended and online courses, and offer several recommendations for future research. The content targets teachers, instructional designers, administrators, and program managers of K-12 blended and online learning settings. Suggestions are offered for using web-based communication tools for feedback and assessment in blended settings. The authors conclude with a discussion of implementation topics associated with assessment in these learning environments that deserve additional attention and consideration.

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Trajectories of engagement: a repeated cross-sectional investigation of student perceptions of an online learning environment

Research in Learning Technology ◽

10.3402/rlt.v20i0.17143 ◽

2012 ◽

Vol 20 ◽

Cited By ~ 5

Author(s):

Stuart Palmer ◽

Dale Holt

Keyword(s):

Online Learning ◽

Learning Environment ◽

Student Perceptions ◽

Large Scale ◽

Online Learning Environment ◽

Cross Sectional ◽

Short Period ◽

Significant Difference ◽

System Use ◽

Over Time

Evaluations of online learning environments (OLEs) often present a snapshot of system use. It has been identified in the literature that extended evaluation is required to reveal statistically significant developments in the evolution of system use over time. The research presented here draws on student OLE evaluations surveys run over the period 20042011 and include nearly 6800 responses exploring students’ perceptions of importance of, and satisfaction with elements of their OLE. Across the survey period, satisfaction ratings with all OLE elements rose significantly, suggesting a positive student engagement with the OLE over time. The corresponding ratings of importance of OLE elements generally rose significantly, though a number of elements registered no significant difference in the first two years of the survey, suggesting that short period surveys may struggle to reveal statistically significant trends. OLE element use appeared to be closely linked to perceived value. The OLE elements with the highest mean importance and satisfaction ratings related to student access of online learning resources. Other detailed results are also reported. We demonstrate a method for, and one large-scale case study of, quantifying and visualising the trajectories of engagement that students have had with an institutional OLE over time.Keywords: online learning environment; learning management system; repeated cross-sectional evaluation; student survey(Published: 24 September 2012)Citation: Research in Learning Technology 2012, 20: 17143 - http://dx.doi.org/10.3402/rlt.v20i0.17143

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Students' Perceptions of Learner-Learner Interactions that Weaken a Sense of Community in an Online Learning Environment

Online Learning ◽

10.24059/olj.v20i4.1053 ◽

2016 ◽

Vol 20 (4) ◽

Cited By ~ 10

Author(s):

Krystle Phirangee

Keyword(s):

Online Learning ◽

Sense Of Community ◽

Online Courses ◽

Drop Out ◽

Dropout Rates ◽

Face To Face ◽

Selective Listening ◽

Physical Isolation ◽

Learner Interactions ◽

Negative Feelings

Despite the growth of its popularity in recent years, online learning has demonstrated high dropout rates compared to dropout rates in traditional face-to-face courses. Prior research attributes attrition to the physical isolation of students from one another and the lack of interaction between and among them—factors which foster feelings of alienation, isolation, and disconnection. The goal of this research study was to more deeply understand the causes of such negative feelings, which may eventually lead students to drop out of online courses. More specifically, this study adopted a qualitative approach by interviewing six graduate students to further explore which specific learner-learner interactions weaken online students’ sense of community. Seven learner-learner, interactions were identified: the keener, lack of meaningful data, selective listening, lack of attribution, going off on tangents, editing notes, and cultural exclusion.

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Measurement in K–12 Online Learning Environments

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch031 ◽

2021 ◽

pp. 624-638

Author(s):

Elizabeth A. Anderson

Keyword(s):

Online Learning ◽

Student Engagement ◽

Learning Environment ◽

Learning Environments ◽

Online Learning Environment ◽

Student Behaviors ◽

Latent Constructs ◽

Brick And Mortar ◽

K 12

The measurement of online latent constructs, such as student engagement, have mimicked the measurement of these constructs in traditional, brick-and-mortar learning environments. For brick-and-mortar K-12 schools and online K-12 schools there are challenges that need to be addressed to establish a measure with support for validity. Measurement in an online learning environment has different accessibility and data collection requirements. The online learning environment lends itself well to the use of student behaviors to measure latent constructs, including student engagement. The behaviors of students in an online learning environment are regularly documented. This chapter will delve into the ways latent constructs, using student engagement as an example/case study, are currently being measured in the K-12 online learning environment and alternatives to these measures mimicking traditional brick-and-mortar measures.

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Pedagogy and Design of Online Learning Environment in Computer Science Education for High Schools

International Journal of Online Pedagogy and Course Design ◽

10.4018/ijopcd.2016070104 ◽

2016 ◽

Vol 6 (3) ◽

pp. 39-51

Author(s):

Ebenezer Anohah

Keyword(s):

Science Education ◽

Online Learning ◽

High Schools ◽

Online Education ◽

Learning Environment ◽

Computer Science ◽

Computer Science Education ◽

Management Systems ◽

Online Learning Environment ◽

K 12

This paper reviews literature about evolving and classical theories to understand pedagogical assumptions that inform concept of instructional strategy framework in optimizing online computer science education for high schools. Exploring these areas of research is valuable for understanding instructional practices that are needed for computer science educators to implement K-12 online computer science education. The study reveals that for students to achieve varying needs in computer science education, an online learning environment or management systems should adopt multiple pedagogical approaches. The researcher assertion is that, creating learning environment or augmenting learning management systems with plugins based on these pedagogical assumptions should for instance feature automatic feedback on programming exercises, visualization of algorithms and representation of concepts in animations or physical activities which are extremely important to incorporate computing principles in online education for K-12 students.

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An Investigation of the Effect of Learning Style on Student Success in an Online Learning Environment

Journal of Educational Technology Systems ◽

10.2190/r53m-bvbd-ugv5-77eh ◽

2000 ◽

Vol 28 (3) ◽

pp. 231-238 ◽

Cited By ~ 44

Author(s):

Steven R. Terrell ◽

Laurie Dringus

Keyword(s):

Online Learning ◽

Learning Environment ◽

Learning Styles ◽

Learning Style ◽

Graduation Rate ◽

Information Science ◽

Demographic Data ◽

Drop Out ◽

Online Learning Environment ◽

Learning Style Inventory

Ninety-eight information science students were tracked during an online masters degree program. At their initial orientation, each student completed a demographic data form and the Kolb Learning Style Inventory. Because of their major, it was hypothesized that students would fall into Kolb's Converger and Assimilator categories and these learning styles would be predictive of success in the program. Results indicated that 79.6 percent ( n = 78) of all students graduated from the program. Seventy-three students (74.5%) fell into the predicted categories and maintained an 83.6 percent ( n = 61) graduation rate. Students not falling into the predicted categories maintained a 68 percent ( n = 17) graduation rate. The implications are clear. First, the majority of students can succeed in an online learning environment regardless of their learning style. Care has to be taken, however, since a trend existed in this study for students with learning styles different from predicted to drop out in higher numbers. Institutions offering online programs should be aware of this and be prepared to address learning style issues.

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A high-impact practice for online students: the use of a first-semester seminar course to promote self-regulation, self-direction, online learning self-efficacy

Smart Learning Environments ◽

10.1186/s40561-021-00151-0 ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Jacqueline S. Stephen ◽

Amanda J. Rockinson-Szapkiw

Keyword(s):

Online Learning ◽

Learning Environment ◽

Self Efficacy ◽

Self Regulation ◽

High Impact ◽

Online Learning Environment ◽

Online Students ◽

First Semester ◽

Significant Difference

AbstractStudent enrollment continues to increase in online programs, but there is concern surrounding the reportedly high rates of attrition in online classes compared to face-to-face classes. Undergraduate students are poorly prepared and lack the human agency necessary for success in the online learning environment. To address the lack of persistence of undergraduate online students, universities must create and implement interventions that prepare students for the online learning environment and help them develop as autonomous learners. This study examined whether differences in self-regulation, self-direction, and online learning self-efficacy exist between students participating in an experimental high-impact First-Semester Seminar (FSS) class and a traditional FSS class while controlling for pre-existing factors. A quantitative, quasi-experimental, pretest-posttest research design was used for this study with nonequivalent control groups, and multivariate analysis of covariance (MANCOVA) and follow up analyses of covariances (ANCOVA) were used to analyze the data. MANCOVA results revealed a statistically significant difference between groups. Follow-up ANCOVAs revealed differences between the posttest scores of the traditional FSS class and the high-impact FSS class on the measurements for self-directed learning and self-regulated learning.

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